Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - EVT6685
Tracking Number - 1795
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Current Status:
Approved, Permanent Archive - 2006-02-09
Campus:
Submission Type:
Course Change Information (for course changes only):
Comments:
Detail Information
- Date & Time Submitted: 2005-11-17
- Department: ACHE
- College: ED
- Budget Account Number: 1731
- Contact Person: Janet Scaglione
- Phone: 40038
- Email: scaglion@tempest.coedu.usf.edu
- Prefix: EVT
- Number: 6685
- Full Title: Emerging Workplace Competencies
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): emerging work competencies
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Corequisites:
- Course Description: An interactive exploration of emerging workplace competencies through research, analysis, and work-based experiences for the purpose of professional development and program improvement.
- Please briefly explain why it is necessary and/or desirable to add this course: No course experience currently exists for graduate CTE students to return to the workplace for professional and technicla updating. Instructors must remain current with the workplace practicesa and knowledgeable of new technolgoies and skills. Such expe
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is part of an ONLINE MA program in CTE. We currently run 25 students in each cohort, with new cohorts forming each year. CTE professionals throughout the state, interested in recertification, may also find value in this course experience.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? The course has been offered once. Summer 2004
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Ph. D. in Business Education, Technology Education, INdustrial Technical or other fields directly related ot CTE and Workforce Education.
- Objectives: 1. Identify current and emerging workplace competencies, practices, and
standards relevant to Career & Technical Education Programs and Workforce
Development.
2. Analyze industry-based demographics, projections and trends in order to
better serve the increasingly diverse student population of CTE programs.
3. Develop relationships with industry representatives, employers, and others who
hire program graduates or serve in advisory capacities.
4. Update specific work-based technical and professional knowledge and skills required for instructor competence in a dynamic CTE environment
5. Integrate emerging workplace competencies, digital video, and web-based technologies into current CTE programs.
- Learning Outcomes: 1. Identify current and emerging workplace competencies, practices, and
standards relevant to Career & Technical Education Programs and Workforce
Development.
Outcome reached through readings, web-based research activities, online discussions and applications, work-based experiences, interviews, observations and summative projects. Self, Peer and Instructor Assessment
2. Analyze industry-based demographics, projections and trends in order to better serve
the increasingly diverse student population of CTE programs.
Outcome reached through readings, web-based research activities, online discussions and applications, work-based experiences, interviews, observations and summative projects. Self, Peer and Instructor assessment of Class Discussions, Reports, Assignments, and Summative Projects.
3. Develop relationships with industry representatives, employers, and others who
hire program graduates or serve in advisory capacities.
Outcome reached through work-based experiences to include mini-internships, job shadowing, interviews, DACUM, Job Analysis, surveys. Self, Peer and Instructor assessment of Class Discussions, Reporting Assignments, and Summative Projects.
6. Update specific work-based technical and professional knowledge and skills required
for instructor competence in a dynamic CTE environment
Outcome reached through work-based experiences to include mini-internships, job shadowing, interviews, DACUM, Job Analysis, surveys and subsequent Class Discussions, Work-based Reports, Logs, Observation Notes, and digital video products for Curriculum integration. Self, Peer and Instructor assessment of Class Discussions, Reports, Assignments, and Summative projects.
7. Integrate emerging workplace competencies, digital video, and web-based technologies
into current CTE programs.
Outcome reached through summative projects on Program and Curriculum Implications and Integration. Self, Peer, and Instructor Assessment
- Major Topics: Unit 1: Work and Life Experience as a Context
My Workplace
Work Histories from Business and Industry
Adult Social roles/Life Experience
Digital Video Technology:
Unit 2: Work and Life—Today and Tomorrow
The Changing Nature of Work and the Workforce
Work Trends and Implications
Global Economy
Technical Evolutions
Tele-commuting, Networked Economy
The Workforce
Life/Family influence and issues
American Worker’s Perceptions
Job Search: What can you do in the 21st Century?
Unit 3: Emerging Skills for an Emerging Workplace
“21st Century skills for 21st Century Jobs
National Skills Standards, SCANS
Cross-Occupational Skills Related to High-Performance Workplaces.
Career Competency Exploration:
Online tools/resources
America’s Career InfoNet and O*Net
Job Analysis and Curricular Implications
Regional, district, and program initiatives.
Unit 4: Occupational and Career Exploration and Experience
Individualized work-based experiences (50-60 hours) planned to include the following:
• Mini-internship in a new and emerging job related to your occupational area.
• Procedures, operations, solutions for a work-based problem?
• Job Shadow at least three individuals in a selected occupational area for a typical day at work?
• Interview selected Human Resources personnel to determine changes in the workplace, job qualifications, or emergent trends in the field
• Facilitate a modified DACUUM process to update and/or validate a current curriculum.
• Survey practitioners in the field to answer questions; identify industry related trends and implications for local programs.
• Participate in an Educator’s in Industry program within your local county.
Unit 5: Implications, Recommendations, and Reflections
Project Reports and Documentation
Program and Curriculum Implications
Meta analysis and Competency review
Reflection and Professional Development
- Textbooks: NONE
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.